As a police officer it is our role to observe, think about, and solve problems objectively and systematically. Police officers attend a variety of scenarios when working as a general duties officers it is our job to discover the truth; this requires the use of critical thinking and the scientific method of investigation to find the truth. When attending a job and conducting an investigation into a crime or offence police must utilise these skills as critical thinking and the scientific method of investigation go hand in hand with one another. In particular, to be able to make effective use of the scientific model, you need to be a critical thinker (Osterburg & Ward 1992 pp 11). Using the Scientific Method of Investigation requires police to identify the problem on arrival, then to form a hypothesis as to what has happened as well as possible suspects and motives. By collecting further data, police can then review their original hypothesis and start to make an evidence based conclusion on the incident at hand. The whole point of police investigations whatever the crime or incident is to arrive at the truth (Miller,L & Connelly,M.1996). There are six steps to the scientific method of investigation. (Becker, RF, 2000, p.7) The six steps are state the problem, create a hypothesis, collect all data, test the hypothesis, continue to collect data and finally arrive at a theory. By adhering to this method it provides framework that best assists police in discovering the truth about what happened in a structural, factual and reliable way. (PPP232 Topic 3) In this essay I will be critiquing the way the police officers have investigated the assault on Mr Lee that took place and how the officers have used both critical thinking and the scientific method of Investigation, to gather all evidence available to find the truth, in an ethical manner. When applying the first stage of the investigation to the scenario the officers attending the scene are approached by the licensee of the Chiefly Hotel. Denise Spence informs Senior Constable Baltrow that a barman who works in her hotel has been assaulted. Previous experience and observations are both factors which aid us in identifying a problem; this is known as ‘inductive reasoning.’ In this case, I believe, both factors come into play for Senior Constable Baltrow. Senior constable Baltrow then begins to question the licensee. During the questioning process a male appears from down the street who seems to be out of breath. This male Gary Rawlings, states to police he has just chased a male who assaulted Dan Lee. It appears Mr Rawlings has a lot of valuable information about the assault. By using Denise and Gary’s evidence the Officer in charge is able to identify that a male has been assaulted and taken to Bathurst hospital. The problem has now been identified and the Officers can use their initial observations and the current information they have gathered to begin to form the hypothesis. “A working hypothesis is like an incomplete puzzle that comes together a piece at a time.” (Becker, 2000. pp. 4). After forming a logical hypothesis that the victim was assaulted by a male, it is now up to the officers to “Collect Further Data”. Whilst collecting data the Officers will be identifying, utilizing and evaluating various sources of information and evidence collected at the scene to help support their hypothesis. Both the statements give evidence to prove the assault took place but police have no information as to why the assault happened. Constable Buchman points out to Senior constable Baltrow that there is CCTV footage available. In collecting data it is also crucial for the police to be able to link all the evidence presented from witness, victim and available evidence from the crime scene. The next step in the investigation is to interpret the data and test the hypothesis. The statements made by the witnesses may change the officer’s hypothesis from ‘was the assault...

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...﻿1. WHAT IS CRITICALTHINKING?
Criticalthinking is a process:
Involves wide range of skills and attributes:
Identifying other people’s positions, arguments and conclusions.
Evaluating the evidence for alternative points of view.
Weighing up opposing arguments and evidence fairly.
Being able to read between the lines, seeing the surface and identifying false or fair assumptions.
Recognising techniques eg false logic and persuasive devices
Reflecting on issues in a structured way, bringing logic and insight to bear.
Drawing conclusions
Presenting a point of view in a structured, clear, well reasoned way that convinces others.
Scepticism and trust..
Ability to reflect sceptically
Ability to think in a reasoned way
Method rather than personality trait
Criticalthinking and argument
REASONING:
Knowing your own reasons: rational
Critical analysis of other people’s reasoning
Identifying their reasons and conclusions
Analysing how they select, combine and order reasons to construct a line of reasoning.
Evaluating whether their reasons support the conclusion they draw.
Evaluating whether their reasons are well-founded, based on good evidence.
Identifying flaws in their reasoning.
Constructing and presenting reasons
Select and structure reasons to support a conclusion.
Present an argument in a consistent way;
Use logical order
Use language effectively to present the line of...

...CRITICALTHINKING
This handout is available in an alternative format on request
WHAT IS CRITICALTHINKING?

Criticalthinking is a higher order of thinking: it is the practice of using a number of different advanced thinking
skills in a variety of complex ways.

Criticalthinking focuses on thought: it looks at how facts are proven, arguments are formed, conclusions are
reached, not just what the facts, argument or conclusion may be.

Criticalthinking is self-reflexive: it involves reflecting on, questioning and testing your own thinking processes.

Criticalthinking is discipline-specific: it engages in particular forms of reasoning, such as mathematical reasoning,
historical analysis or literary interpretation, which are specific to a particular discipline.
HOW IS CRITICALTHINKING DIFFERENT FROM THINKING?
THINKING
On information: data, facts, examples
On ideas: opinions, positions
CRITICALTHINKING
On ideas: assumptions, biases, flaws in reasoning, point
of view, context, implications
ACTIVITY
Organizing and making connections
between pieces of information or ideas,
sometimes making basic inferences
GOAL
To form an...

...﻿Thinking is a tool of life. Criticalthinking is a term of thinking deeply, in spirit, where to gathered information from experience, reflection, evidence to reach an answer or conclusion. Criticalthinking is “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Michael Scriven & Richard Paul 1987). Criticalthinking enhanced people to develop an effective analysis and creates arguments based from the research. This essay will identify and understand what is meant of criticalthinking; the barriers of criticalthinking; and how to present criticalthinking to other, such as core professional obligations, values, and operations of organizations.
To understand the term criticalthinking we need to examine clearly on descriptions. According to Macmillian (2011), Criticalthinking is “a cognitive activity associated with using the mind”. This demonstrates that “think critically” is combined with mental processes such as attention, where it given an evidence from the point of views; judgments to make an...

...Creative Thinking and Natural/Mental Orders Worksheet
Part 1:
Creative Thinking
Construct one metaphor about five different things that describe any aspect of your life, such as someone you know, something you do, some place you have been, or anything else. Refer to Activity 7.1, located in Ch. 7 of Thinking, for examples on how to create metaphors.
Example:
Event /Person/Place: Mother
Metaphor: A mountain in the mist; Strong and everlasting; A blanket of safety and comfort.
Answer Here
Part 2:
Natural/Mental Orders
Create two sets of information using natural/mental orders. Refer to the “Natural/Mental Orders” section in Ch. 8 of Thinking for additional guidance (Topical, Analogical, Chronological, and Causal). Use examples not included in the textbook chapter.
Example:
Type of Organization: Natural Order: Chronological
Example: Seeds grow into plants, flower or fruit, produce more seeds, fall to the ground, take root, and produce another plant
Answer Here
Creative Thinking and Natural/Mental Orders Worksheet
Part 1:
Creative Thinking
Construct one metaphor about five different things that describe any aspect of your life, such as someone you know, something you do, some place you have been, or anything else. Refer to Activity 7.1, located in Ch. 7 of Thinking, for examples on how to create metaphors.
Example:...

...﻿Why is criticalthinking important?
1. What is criticalthinking?
2. Who should learn criticalthinking?
3. Why is criticalthinking important?
4. How to help people think critically?
5. What is the most important lesson that you’ve learnt in criticalthinking class?
6. What are the goals of criticalthinking?
7. Finally, give an example of a real case/event when people failed to think critically. What were the consequences? How could have these been avoided?
1.Criticalthinking is a collection of skills that we use everyday for our full intellectual and personal development. The word critical comes from the Greek word kritikos, meaning to question or to analyse. It is really thinking about your thinking. The ability to think clearly and rationally, as well as to engage in reflective and independent thinking. It is a guide to belief and action. Criticalthinking can also play an important role in cooperative reasoning and constructive tasks.
Criticalthinking can help us acquire knowledge, improve our theories, and strengthen our arguments. It is self-directed, self-disciplined, self-monitored, and self-corrective...

...﻿CriticalThinking Syllabus
Course Description:
CriticalThinking studies a process which is indispensable to all educated persons--the process by which we develop and support our beliefs and evaluate the strength of arguments made by others in real-life situations. It includes practice in inductive and deductive reasoning, presentation of arguments in oral and written form, and analysis of the use of language to influence thought. The course also applies the reasoning process to other fields such as business, science, law, social science, ethics, and the arts.
Course objectives/ Learning outcomes:
Successful completion of this course will enable you to
identify, evaluate, and construct inductive and deductive arguments in spoken and written forms;
recognize common fallacies in everyday reasoning;
distinguish the kinds and purposes of definitions;
distinguish the functions of language and its capacity to express and influence meaning; and
recognize and assess arguments in various forums of reasoning.
The goals of the course are to help you
develop the habits of assessing and defending the reasonableness of your beliefs and values and those of others;
appreciate the importance of looking at an issue from a variety of points of view and of recognizing the complexity that surrounds most controversial issues; and
appreciate the value of criticalthinking in...

...How can university students develop criticalthinking skills?
Criticalthinking is thinking that proving a point, explain what something means, solving a problem. University students can develop criticalthinking skills if they know the entire core criticalthinking skills. By Peter A. Facione, core criticalthinking skills: interpretation, analysis, evaluation, inference, explanation and self regulation. Also teachers have a big impact on helping the student to develop criticalthinking skills by challenging students to explore alternative ways of thinking and acting. (Peter A. Facione, 2011)
We look here for some mental skills of mind that university students should develop in order to have cognitive skills. The cognitive skills here are what the students have to gain to be at the core of criticalthinking such as interpretation, analysis, evaluation, inference, explanation and self regulation. These words or examples illustrate the mental abilities involved in criticalthinking that students need to obtain. Learners should be able to interpret, which mean..” they should understand and express the meaning or significance of wide variety of experiences, situations, data, events, judgments, conventions, beliefs,...